As the challenge to broaden participation across STEM fields continues, a fundamental question is: Why are certain universities more successful in granting degrees to students in Underrepresented Groups (URG) than other institutions? What are they doing differently? Are there practices or approaches used by certain institutions that might work for other institutions? This pilot study explored the potential to identify relationships between notable changes in institutional practice with increased success by engineering students in underrepresented groups. The key question examined was: Can we identify specific equity-focused policies and practices to explain variation among institutions in undergraduate engineering degrees awarded to URG students? [The work detailed in this report was an outgrowth of "The 2018 Status Report on Engineering Education: A Snapshot of Diversity in Degrees Conferred in Engineering," (ED628086). This report was produced with the American Society for Engineering Education (ASEE).]